户外自主游戏中师幼互动的生成、特征及其改进——基于非参与式事件取样观察分析

The Generation, Characteristics and Improvement of Teacher-child Interaction in Outdoor Autonomous Games——Observation and Analysis Based on Sampling of Non-participatory Events

户外自主游戏中的师幼互动是幼儿经验进行社会建构的必然结果,提升其质量能有效支持幼儿自主探究,提高游戏水平及质量。基于主体间性理论的视角,对117名幼儿、7名教师进行非参与式观察,结果发现:师幼互动主体不平衡,幼儿高服从、高依赖教师;维护规则是主导因素,事务性互动是主导动因;倾斜模式是主要的师幼互动行为模式;不同互动主题、施动行为、互动方式下互动结果存在差异。幼儿园应建立支持高质量师幼互动的教师专业成长机制,促进自主游戏中师幼同频;教师应建立平等互信氛围,形成积极情感链接,进而“伺机而动”。

The interaction between teachers and children in outdoor autonomous games is the inevitable result of the social construction of children's experience.Improving its quality can effectively support children's independent exploration,and improve the level and quality of games.From the perspective of intersubjectivity theory,nonparticipatory is employed to study 117 children and 7 teachers.The results showed that the subjects of teacher-child interaction were unbalanced,and children were highly obedient and highly dependent on teachers;maintenance rule is the dominant interaction factor,and transactional interaction is the dominant motivation;tilt pattern is the main teacher-child interaction pattern;there are differences in interaction results under different interaction themes,acting behaviors and interaction modes.Kindergartens should establish a professional growth mechanism that supports high-quality teacher-child interaction,and promote the same frequency between teachers and children in autonomous games.Teachers should create an atmosphere of equality and mutual trust,form positive emotional links to"wait for an opportunity".